2 Discussing National Reading Achievement Using PISA/PIRLS DataThis PowerPoint is the work of the International Reading Association’s PISA/PIRLS TaskforceRenate Valtin (chair), Humboldt University of Berlin, GermanyWilliam Brozo, George Mason University, United StatesM. Lourdes Dionisio, University of Minho, PortugalKeith Topping, University of Dundee, ScotlandJames Flood and Ann-Sofie Selin serve as liaisons from the Board of Directors. Cathy Roller, Director of Research and Policy, is International Reading Association staff liaison.

3 Discussing National Reading Achievement Using PISA/PIRLS DataUnder Board direction, the PISA/PIRLS TaskforceExamined the Programme for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS) results.Consulted with national representatives from 23 nations in Linköping, Sweden, June 10, 2004, with support from International Reading Association’s International Development Committee in Europe (IDEC) and Linköping University. The meeting agenda and a list of participants is available.Prepared this PowerPoint professional development guide that councils and affiliates can use when analyzing national reading instruction and achievement using PISA/PIRLS data.

4 Discussing National Reading Achievement Using PISA/PIRLS DataPISA (2000) and PIRLS (2001) provideReading literacy achievement data at key developmental milestonesComparative information about reading achievement across the participating nations .Series of reports that include graphs, tables, figures and text that compare scores and produce rankings among the countries. See PISA 2000 reports. See PIRLS 2001 report.

5 Discussing National Reading Achievement Using PISA/PIRLS DataPISA and PIRLS dataAre correlational and represent cross-sectional studiesRepresent averages and vary somewhat by individual countryDo not identify causal relationshipsCan identify important factors and raise significant questions, but cannot definitively identify remediesGain value when context of country, culture, and demographic and background variables are used in analyses to inform policymaking

6 PIRLS Definition of Literacy“the ability to understand and use those written language forms required by society and/or valued by the individual. Young readers can construct meaning from a variety of texts. They read to learn, to participate in communities of readers in school and everyday life, and for enjoyment".

10 Discussing National Reading Achievement Using PISA/PIRLS DataPISA and PIRLS data are not intended to point policymakers to simple solutions, such as trying to improve reading literacy scores by looking at high-ranking countries and “doing what they do.”Instead, policymakers can use the broader context provided by international studies to examine in depth policies and practices that contribute or limit opportunities for student achievement.

11 Discussing National Reading Achievement Using PISA/PIRLS DataNational analyses using PISA/PIRLS data allow test score comparisons within a context linked to country-specific demographic and background variables.National reading literacy achievement can be improved when action plans reflect the conjunction of PISA/PIRL findings and country context.